The industrial revolution 4.0 has a positive impact on the world of education,？especially from the aspect of teacher’s pedagogy. The Science, Technology？and Society (STS) approach is a more meaningful approach by involving students in solving daily life problems that is closely related to the concept of Science. The purpose of the study was to identify the perceptions and attitudes towards Science, Technology and Society (STS) approaches among science？teachers. This study used survey method and a questionnaire as an instrument. It includes？two parts, teachers’ perceptions and attitudes towards STS approach in teaching Science with the Cronbach alpha reliability value of perception was α =？0.925 and attitude was α =？0.920. The study was conducted on 80 Science teachers respondents were selected using cluster and simple random sampling. The findings showed that teachers’ perceptions of？1) science and？technology (mean = 4.33, sd = 0.441),？2) science and community (mean =4.06, sd =？0.343),？3) technology and community (mean = 4.26, sd = 0.443),？4) the role of teachers (mean = 4.15, sd = 0.384) and teachers’ attitudes towards STS approach (mean = 4.20, sd = 0.367) were at a high level. The results of the inferential analysis showed that there were significant differences based on gender for the teachers’ perceptions for technology and community. There was also a strong positive relationship between perceptions and teachers’ attitudes towards the STS approach in Science teaching. The
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